360度全景影像式教學對高職階段中重度智障學生環境認識成效之研究

Effect of A 360 Degrees Panoramic Image System（3600 PIS）on the Environment Recognition of Students with Moderate and Severe Metal Retardation in Special Education School.

鄭亦真(I-Chen Cheng)

指導教授 ： 王華沛

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2002年)

摘要

本研究採用研究者設計之教學軟體，教導高職階段中重度智障學生認識環境。目的在探討：經由360度全景影像式教學後，學生操作360度全景影像的能力為何？學生是否能利用360度全景影像認識環境？學生是否能利用360度全景影像增加在環境中的行動能力？
研究採單一受試跨受試跨行為多試探實驗設計，對象為四位啟智學校高職部的中重度智障學生，自變項為「陽明公園360度全景影像式環境介紹」教學系統，依變項為每次實驗測試的正確百分比。每位學生皆進行基線期、介入期及類化期三個實驗階段，以了解學生的學習成效。
實驗結果如下：
一、 中重度智障學生在教學之後，能操作360度全景影像式教學軟體，並且達到完全精熟的學習。
二、 中重度智障學生在教學之後，能認識360度全景影像上的環境，說出全景圖與全景影像上的場景名稱與相關通路位置。並且能將習得的結果類化至實際環境，說出場景名稱，並找出相關通路的位置。
三、 中重度智障學生在教學之後，能在360度全景影像上獨立走完兩條路線。並將習得的結果類化至未曾經歷過的實際環境，走完兩條路線。

關鍵字

虛擬實境 ； 360度全景影像 ； 中重度智障 ； 社區適應

並列摘要

The study adopts a system designed by the researcher, which was used to teach students with moderate and severe mental retardation in vocational senior high school stage to recognize environment. The purpose of the study is to explore: After receiving 360 degrees panoramic image system（3600PIS）, how is the students’ capability to operate 3600 PIS? Can students take advantage of 3600 PIS to recognize environment? Can students take advantage of 3600 PIS to enhance action capability in the environment?
The study adopts an experimental design of multiple-probe-across-subject. The targets are four students with moderate and severe mental retardation from vocational senior high school department of special schools. The independent variable is the teaching system of “The Environment Introduction of Yangming Park by 3600 PIS.” The dependent variable is accurate percentage of each experimental test. Each student has to go through three stages of experiment: basic-line, intervention and generalization period.
The results of experiments are as follows:
1. After teaching, students with moderate and severe mental retardation could operate the 3600 PIS and reach the learning level of proficiency.
2. Students with moderate and severe mental retardation could recognize the environment on 3600 PIS. They could tell panorama and the names of scenes and the locations of related passages on the panoramic image. Furthermore, they also could categorize the results from virtual to real environment, tell names of scenes and find out locations of passages.
3. Students with moderate and severe mental retardation could walk through two trails independently on 3600 PIS and generalize the results from cyberspace to not yet experienced environment and walk through two trails.

並列關鍵字

virtual reality ； 360 degrees panoramic image ； moderate and severe mental retardation ； community adjustment

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